Veremiuk L. Pedagogical principles of W. A. Lay's "action school" in the context of European reformative pedagogics of the late nineteenth - the early twentieth century

The thesis is dedicated to the analysis of pedagogical principles of W. A. Lay's "action school" in the context of European reformative pedagogics (basic principles of "action school", subjects teaching methods, psychological and phisiological peculiarities of teaching and learning activities organization in the "action school". The research level of the "action school" has been defined in the thesis. The retrospective analysis has been made and the preconditions of W. A. Lay's "action school" appearance and development in Germany from the late nineteenth - to the early twentieth century has been made. The meaning of such key concepts as "perception", "elaboration", "expression", "action", "reaction" has been revealed, that extends the understanding of the pedagogical basis of the "action school". The interpretation of these concepts in the context of modern pedagogical science has been made. The peciliarities, principles, methods of the "action school" as an approach in reformative pedagogics have been defined. The influence of the "action school" pedagogical principles on pedagogical theory and practice of European countries and Ukraine in the definite period has been revealed. New resources (German original scientific works in particular), which refer to the problem investigated, have been introduced into the researcher's use.